Factors affecting the decision of female students to enrol in undergraduate science, technology, engineering and mathematics majors in Kazakhstan

2020 ◽  
Vol 42 (6) ◽  
pp. 934-954
Author(s):  
Ainur Almukhambetova ◽  
Aliya Kuzhabekova
Keyword(s):  
Female Students ◽  
Factors Affecting ◽  
Mathematics Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Undergraduate Science

Exploring Reactions to Hacktivism Among STEM College Students: A Preliminary Model of Hacktivism Support and Resistance

2014 ◽  
Vol 33 (4) ◽  
pp. 479-497
Author(s):  
Lisa M. PytlikZillig ◽  
Shiyuan Wang ◽  
Leen-Kiat Soh ◽  
Alan J. Tomkins ◽  
Ashok Samal ◽  
...  
Keyword(s):  
Specific Context ◽  
Mathematics Majors ◽  
Mediation Analyses ◽  
Science Technology ◽  
Utilitarian Value ◽  
Preliminary Model ◽  
Midwestern University ◽  
Support Resistance ◽  
And Mathematics ◽  
Willingness To Report

This study investigated the predictors of support for and resistance to hacktivism in a sample of 78 science, technology, engineering, and mathematics majors at a Midwestern university. Results from surveys about real-world instances of hacktivism indicate different preexisting global attitudes predict specific situational hacktivism support (predicted by admiration) versus resistance (predicted by willingness to report). Also, participants gave greater weight to their perceptions of hacktivist (rather than target) trustworthiness/untrustworthiness. Comparisons among different facets of trustworthiness suggest perceptions of shared values with and integrity of the hacktivists are especially important for predicting support and resistance. Participants also were more supportive of hacktivism rated as having higher utilitarian value but not less supportive of hacktivism initiated for retribution. Mediation analyses indicated that situation perceptions significantly mediated the effects of global attitudes on hacktivism support/resistance, but that the significance of specific mediators was inconsistent across analyses. This suggests that the importance of mediators may depend on specific context.

scholarly journals What’s in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course

2017 ◽  
Vol 16 (1) ◽  
pp. ar16 ◽  
Author(s):  
Brian K. Sato ◽  
Amanda K. Lee ◽  
Usman Alam ◽  
Jennifer V. Dang ◽  
Samantha J. Dacanay ◽  
...  
Keyword(s):  
Online Survey ◽  
Performance Metrics ◽  
Course Performance ◽  
Time To Degree ◽  
Science Technology ◽  
Mathematics Curricula ◽  
Negative Impacts ◽  
And Mathematics ◽  
Undergraduate Science ◽  
The Impact

Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing. Through interviews and an online survey, students highlighted a number of positive attributes of prerequisites, including their role in knowledge acquisition, along with negative impacts, such as perhaps needlessly increasing time to degree and adding to the cost of education. We also identified a number of reasons why individuals do or do not enroll in prerequisite courses, many of which were not related to student learning. In our particular curriculum, students did not believe the microbiology lecture course impacted success in the lab, which agrees with our analysis of lab course performance using a previously established “familiarity” scale. These conclusions highlight the importance of soliciting and analyzing student feedback, and triangulating these data with quantitative performance metrics to assess the state of science, technology, engineering, and mathematics curricula.

scholarly journals ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN STEM AND ARTS SUBJECTS IN BHUTAN: A GENDER PERSPECTIVE

2021 ◽  
Vol 3 (3) ◽  
pp. 190-200
Author(s):  
Tashi Dendup ◽  
Sangay Wangmo ◽  
Ugyen Yangchen
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Male And Female ◽  
Factors Affecting ◽  
And Mathematics ◽  
Multistage Sampling

Academic performance disparities among the gender of students are the cause of concern. Numerous explanations for academic performance disparities, especially in Science Technology Engineering and Mathematics (STEM) and Arts subjects between male and female students, are established in many countries. However, similar studies in Bhutan, especially at the tertiary education level, are scant. Therefore, this study mainly assessed i) students’ perception of STEM and Arts subjects, ii) compared male and female academic performance in STEM and Arts subjects, and iii) studied students' perception of the factors affecting their academic performance. Data were collected from 265 students of four constituent colleges (two Science and Arts colleges each) of the Royal University of Bhutan using semi-structured questionnaires. A multistage sampling (comprising a mixture of purposive and random) was employed. The research used a quantitative approach with descriptive and inferential statistics (Chi-square, t-tests, and binary logistic regressions). The result showed no significant association between students’ gender and their choice of subjects. At Science colleges, female students outperformed male students. In contrast, there were no significant differences in the performance of male and female students at Arts Colleges. Overall, females (71.63 ± 6.35) outperform male (69.57 ± 7.80) students. Hence, there are no stereotypes in STEM and Arts subjects among Bhutanese undergraduate students. However, future research could include parents and lecturers to gather their perspectives on STEM and Arts subjects. Variables, including study hours, communication skills, and Bhutanese Educational Policies, should also be thoroughly investigated as factors affecting students' academic performance

scholarly journals Mujeres en STEM, un reto educativo

2020 ◽  
pp. 20-29
Author(s):  
Jessica Sandoval-Palomares ◽  
Heraclio García-Cervantes ◽  
Alan David Blanco-Miranda ◽  
Didia Carillo-Hernández
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Academic Training ◽  
Leadership Positions ◽  
Mathematics Majors ◽  
Science Technology ◽  
Training Satisfaction ◽  
Labor Issue ◽  
And Mathematics ◽  
Science Technology And Innovation

Science, technology and innovation are elements to respond to the challenges that must be faced, such as, among others, climate change, renewable energies, the nutrition of humanity, health and the administration of resources. Currently, women have a low percentage of representation in science, technology, engineering and mathematics majors, STEM, for its acronym in English; the gender gap persists in the labor issue, where companies are required to allow women to enter leadership positions. The ONU, to respond to this evident disparity, in 2015 establishes an international day to recognize the important role it has in science and technology, which is proclaimed on February 11 as International Day of Women and Girls in the Science. This research analyzes the perception of women who were trained in STEM careers, with the purpose of knowing their perception in six aspects, namely; Perception of their academic training, ability to learn and solve problems in STEM areas, social, educational or family support, academic training, satisfaction in their work and the work environment, gender stereotypes and the analysis of the skills or competencies required.

scholarly journals Do Biology Majors Really Differ from Non–STEM Majors?

2017 ◽  
Vol 16 (3) ◽  
pp. ar48 ◽  
Author(s):  
Sehoya Cotner ◽  
Seth Thompson ◽  
Robin Wright
Keyword(s):  
Life Sciences ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Informed Citizenry ◽  
Improved Learning ◽  
And Mathematics ◽  
Survey Responses ◽  
Science Educators ◽  
Biology Majors

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry.

scholarly journals Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

2014 ◽  
Vol 13 (2) ◽  
pp. 212-223 ◽  
Author(s):  
Sara A. Wyse ◽  
Tammy M. Long ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Evaluation Framework ◽  
Multidimensional Data ◽  
Graduate Teaching ◽  
Learner Centered ◽  
Science Technology ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Reported Data ◽  
Direct Measures

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs.

scholarly journals Innovative teaching knowledge stays with users

2020 ◽  
Vol 117 (37) ◽  
pp. 22665-22667 ◽  
Author(s):  
A. Kelly Lane ◽  
Jacob D. McAlpin ◽  
Brittnee Earl ◽  
Stephanie Feola ◽  
Jennifer E. Lewis ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Innovative Teaching ◽  
Mathematics Courses ◽  
Teaching Knowledge ◽  
Network Analyses ◽  
Science Technology ◽  
Interview Survey ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Social Network Analyses

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly.

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